High Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept

• In Event: Poster Session 7
  In Poster Session: Curricular and Programmatic Efforts in Gifted Education

Abstract

This longitudinal study investigated the effects of full-time ability grouping on high-ability students’ academic self-concept (ASC) and mathematics achievement in the first three years of secondary school with four waves of measurement. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes. Students in different class types were matched by propensity score matching. Data analyses involved multi-level and latent growth curve analyses. Findings revealed no evidence for negative contrast effects of class-average achievement or positive assimilation effects of class type on students’ ASC. In both class types, ASC remained stable over time. Students in gifted classes showed significantly higher achievement gains than comparable students in regular classes.

Authors

• Franzis Preckel, University of Trier

• Eva Stumpf, University of Rostock

• Isabelle Schmidt, University of Trier

• Vsevolod Scherrer, University of Trier

• Wolfgang Schneider, University of Wuerzburg